鲁科版小学英语四年级下册Unit 6 Travel-L2教学设计

1、Unit 6 Travel Lesson 2 How are you going there?一、教学目标（一）知识目标：（1）基础目标：能听懂、会说、认读并运用单词：plane, ship, train,bike;能够听懂、会说、认读句型：“How are you going there? By bike.”并能根据实际情况做出相应的回答。（2）拓展目标：能够熟练运用所学句型“How are you going there?”进行交际。2. 技能目标：能够在真实的语境中运用所学的词汇与句型“How are you going there?”与他人谈论旅游话题。在真实的语境中培养学生的语言交际

2、能力，拓展他们的英语发散思维。3. 情感目标学习了解中西方文化中对于旅游的不同观念，了解旅游相关知识。激发学生对祖国大好的了解，培养他们的爱国主义热情。培养学生与他人沟通交流的能力，促进他们健全人格的发展。二、教学重难点能够在真实的语境中运用所学的词汇与句型“How are you going there?”与他人谈论如何去某地的话题。三、教具准备电子白板、电子课本、单词图片等四、教学步骤Step 1 Warming-up.1. Free talkT: Hello, everyone! Nice to meet you, again!S: Nice to meet you, too!T: Do

3、 you like traveling?S: Yes, I do.T: En, I like traveling very much.（设计意图：课前简单的交流有利于增进师生之间的感情，同时也为下面话题的导入做好了铺垫。）2. Brainstorming(头脑风暴)T: Summer vacation is coming. Now tell me. Where are you going?(播放课件，出示多幅国内外著名景点的图片）S: Im going to （设计意图：通过头脑风暴的形式既复习了上节课学过的Mount Taishan, Shaolin Temple, Kung fu, 也对上

4、节课的重点句型Where are you going? Im going to进行了巩固运用，本环节能达到课标一级目标“能够根据图、文说出单词”的要求。）Step 2 Presentation.1. Leading-in.T: Im going to Beijing. And Im going there by bus.(出示课件，并将Im going there by bus. 重复两遍。)T: How are you going there?（学生对这句话可能不太明白，老师可以用Are you going there by car?来帮助学生进行理解。）Ss: （引导学生说）Im goin

5、g there by car/bus/(由此环节引出本节课涉及的交通工具词汇bike/plane/ship/train,在学习单词的过程中引导学生感悟理解“by”意思，并结合句型进行操练。)T: OK, very good. Now lets play a game.(通过简单的猜谜游戏加深巩固对交通工具的记忆。)(设计意图：通过与学生的交谈自然引出本节课的新手词汇，简单直接，并在真实的语境中操练，便于学生理解和掌握。)2. Learn the text.T: Class, you know, summer vacation is coming. Jenny, Peter, LiMing an

6、d Danny are going to travel. But how are they going? Now lets Listen and circle the transportations.T: Who can show me your answers.S: Plane, ship, train, bike.（为学生设置简单的悬念，让学生有目的地进入文本，整体感知文本。）T: Listen again and find out the answers.a. How is Jenny going back to Canada?b. How is Peter going to Dalia

7、n?c. How is Li Ming going to Shaolin Temple?d. How is Danny going to Mount Taishan?T: How is Jenny going back to Canada? S1: She is going back to Canada by plane.T: How is Peter going to Dalian?S2: He is going there by ship.T: How is Li Ming going to Shaolin Temple?S3: He is going there by train.T:

8、How is Danny going to Mount Taishan?S4: He is going there by bike.（设计意图：通过深层次的提问，帮助学生加深对文本的理解与记忆。） T：Ok, class! Please watch again and repeat.T: Now work in groups. Try to play a role and dub for the text, then lets have a show.(小组分角色表演练习既可以培养学生的交际能力，又能加强学生之间的交流与合作，从而促进我们的英语课堂教学。)Step 3 Practice1T:

9、Now lets talk. First, lets listen and repeat.(设计意图：纯正流利的语音先入为主，让学生通过不断地模仿逐渐习得地道的语音语调。)2T: Now, class, summer vacation is coming. Please work in groups and talk about your travel like this.-How are you going to Hainan?-Im going there by ship.请学生根据课文给出的图片自主选择，两人一组模拟练习并展示。(设计意图：让学生结合自己的选择进行讨论，兴趣跟高昂，可以大

10、大激发学生的学习兴趣。)Step 4 ProductionT: Ok, class! I know where you are going and how you are going there. Now lets do a survey. Talk about your friends. Ok?Ss: Ok!T: First please work in groups, interview your friends and fill in the blanks like this. Then choose the best one to come to the front and show.

11、-Where are you going this summer, May?-Im going to -How are you going there?-Im going there by WhoWhereHowMayBeijingby planeMay is going to Beijing. She is going there by plane.T: Who wants to show?Ss:“××× is going to go to Hes going to go there by train.”(学生在做的过程中，牵涉到第三人称转换的问题，教师适时给予指导和帮助。)（设计意图